Integrating educational technology into English as a Foreign Language (EFL) teaching is key to supporting 21st-century learning in Kenya. Yet, there is limited research on how Kenyan pre-service EFL teachers are prepared to utilize technology effectively in their classrooms. This study uses the Technological Pedagogical Content Knowledge (TPACK) framework to assess how ready Kenyan pre-service teachers are for teaching language with technology. The framework helps identify strengths and opportunities to enhance teacher education. Data were collected using a self-report TPACK questionnaire completed by 84 pre-service teachers at a Kenyan university. The study also analyzed 12 lesson plans to compare teachers’ reported skills with their actual planning. This mixed-methods approach offers a comprehensive view of both perceived skills and tangible lesson-planning strategies. The study had two main results: First, there were notable differences in the self-confidence and knowledge of TPACK domains between male and female participants, suggesting potential gender-based disparities in technology integration readiness. Second, there was a significant gap between teachers' self-assessed confidence in integrative knowledge (TPK, TCK) and their real-world application in lesson planning, highlighting a vital theory-practice divide that suggests a need for more practical training in technology use. The results show that the TPACK framework is an indispensable resource for Kenyan teacher education programs. It helps identify specific areas, such as technological pedagogical knowledge (TPK), that need more support. This research goes beyond examining access to technology; it provides practical, evidence-based advice for curriculum developers to help pre-service teachers use technology effectively in EFL classrooms.
Franklin Nyairo (Thu,) studied this question.